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            英語專業畢業論文提綱

            時間:2024-04-21 14:28:45 論文提綱 我要投稿

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            英語專業畢業論文提綱范文模板

              英語專業畢業論文提綱范文一

              Acknowledgements 4-6

              Contents 6-10

              List of Figures 10-12

              List of Tables 12-20

              Abstract 20-22

              摘要 23-25

              Chapter 1 Introduction 25-32

              1.1 Purpose of the study and research questions 28-29

              1.2 Significance of the study 29-30

              1.3 Organization of the study 30-31

              1.4 A note on terminology 31-32

              Chapter 2 Literature review 32-51

              2.1 T/TP and coherence in English writing 32-35

              2.1.1 Defining coherence 32-33

              2.1.2 T/TP as means to realize coherence 33-35

              2.2 T/TP in EFL/ESL writing 35-42

              2.2.1 T/TP and coherence in EFL/ESL writing 35-37

              2.2.2 T/TP in EFL/ESL writing as compared to NS writing 37-42

              2.3 T/TP in English research articles by EFL/ESL scholars 42-44

              2.4 The factors that influence T/TP in EFL/ESL writing 44-47

              2.5 Training in T/TP 47-49

              2.6 Summary 49-51

              Chapter 3 Theoretical background 51-70

              3.1 Systemic Functional Grammar 51-55

              3.1.1 Five dimensions of language as a semiotic system 51-53

              3.1.2 Three metafunctions of language as a functional system 53-54

              3.1.3 Three lines of meaning from metafunctions 54-55

              3.2 Theme and thematic progression 55-70

              3.2.1 Theme 56-62

              3.2.2 Thematic progression 62-70

              Chapter 4 Research Design 70-88

              4.1 The participants and the educational context 70-73

              4.1.1 Background of the participants and the participating school 70

              4.1.2 The allocation of participants to the training 70-71

              4.1.3 The sample sizes 71-72

              4.1.4 The pilot study 72-73

              4.2 The interventional procedures 73-74

              4.3 The questionnaire 74-75

              4.4 The training 75-80

              4.4.1 Considerations behind the training 75-76

              4.4.2 The training material 76-79

              4.4.3 The role of the researcher as the trainer 79-80

              4.5 Data analysis 80-86

              4.5.1 Analysis of the writing 80-86

              4.5.2 Analysis of the questionnaire 86

              4.6 Ethical considerations 86-88

              4.6.1 Informed consent 86-87

              4.6.2 Anonymity 87

              4.6.3 Harm 87-88

              Chapter 5 Results and analysis of pre-training writing 88-115

              5.1 Comparison of Themes in EEL pre-training writing and CEL pre-writing 88-102

              5.1.1 Topical,textual and interpersonal Themes 88-91

              5.1.2 Topical Themes:marked and unmarked Themes 91-95

              5.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 95-100

              5.1.4 Interpersonal Themes 100-102

              5.2 Comparison of thematic progression in EEL pre-training writing and CEL pre-writing 102-110

              5.2.1 Linear,constant,summative and split progressions 102-107

              5.2.2 Back,contextual and new Themes 107-110

              5.3 Summary 110-115

              Chapter 6 Results and analysis of post-training writing 115-137

              6.1 Comparison of Themes in EEL post-training writing and CEL post-writing 115-129

              6.1.1 Topical,textual and interpersonal Themes 115-117

              6.1.2 Topical Themes:marked and unmarked Themes 117-121

              6.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 121-126

              6.1.4 Interpersonal Themes 126-129

              6.2 Comparison of thematic progression in EEL post-training writing and CEL post-writing 129-132

              6.2.1 Linear,constant,summative and split progressions 129-131

              6.2.2 Back,contextual and new Themes 131-132

              6.3 Summary 132-137

              Chapter 7 Results and analysis of pre- and post- training writing 137-155

              7.1 Comparison of Themes in pre- and post- training writing 137-147

              7.1.1 Topical,textual and interpersonal Themes 137-139

              7.1.2 Topical Themes:marked and unmarked Themes 139-142

              7.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 142-145

              7.1.4 Interpersonal Themes 145-147

              7.2 Comparison of thematic progression in pre- and post- training writing 147-150

              7.2.1 Linear,constant,summative and split progressions 147-149

              7.2.2 Back,contextual and new Themes 149-150

              7.3 Summary 150-155

              Chapter 8 Results and analysis of the questionnaire 155-165

              8.1 Findings from closed questions 155-160

              8.1.1 EEL participants' general attitude to training on T/TP 155-157

              8.1.2 EEL participants' perception of the usefulness of the training on T/TP 157-158

              8.1.3 EEL participants' perception of the learnability of T/TP 158-159

              8.1.4 EEL participants' perception of the applicability of T/TP in writing 159-160

              8.2 Findings from open questions 160-164

              8.2.1 The changes that occurred 161-162

              8.2.2 The perceived difficulty of applying the theory of T/TP in writing 162-163

              8.2.3 The reasons for the perceived difficulty in learning 163

              8.2.4 EEL participants' suggestions for future training 163-164

              8.3 Summary 164-165

              Chapter 9 Discussion 165-195

              9.1 Findings with regard to research questions 165-187

              9.1.1 Chinese college students' use of T/TP in pre-training writing 165-172

              9.1.2 Chinese college students' use of T/TP in post-training writing 172-181

              9.1.3 Effects of the training on T/TP in Chinese college students' English writing 181-187

              9.2 Positioning the study within the literature 187-190

              9.2.1 T/TP in Chinese college students' English writing 187-189

              9.2.2 Effects of training on Chinese college students' use of T/TP 189-190

              9.3 Implications 190-194

              9.3.1 Pedagogical implication 190-193

              9.3.2 Methodological implication 193-194

              9.4 Limitations 194-195

              Chapter 10 Conclusion 195-200

              10.1 Summary 195-197

              10.2 Putting everything together 197-199

              10.3 Suggestions for future work 199-200

              Notes 200-202

              References 202-214

              Appendix 1: Plan for the interventional procedures 214-215

              Appendix 2: The post-training questionnaire 215-217

              Appendix 3: Training material 217-229

              Appendix 4: Teachers' guide to the training 229-237

              Appendix 5: Consent form for EEL group 237-238

              Appendix 6: Consent form for CEL group 238-239

              Appendix 7: Consent form for NS group 239

              英語專業畢業論文提綱范文二

              中文摘要 3-4

              ABSTRACT 4

              Chapter One Introduction 7-10

              1.1 Motivation of the present study 7-8

              1.2 Significance of this study 8

              1.3 Composition of this thesis 8-10

              Chapter Two Literature Review 10-19

              2.1 Language production 10-14

              2.1.1 L1 Production 10-11

              2.1.2 L2 Production 11-12

              2.1.3 Dimensions of language production 12-14

              2.2 Theories on oral output 14-15

              2.2.1 Skehan’s dual-model system 14

              2.2.2 Swain’s Output Hypothesis 14-15

              2.3 Task Repetition 15-17

              2.3.1 Task 15-16

              2.3.2 Task repetition 16-17

              2.4 Relevant studies on effects of task repetition on L2 oral output 17-19

              CHARPTER THREE THE CURRENT STUDY 19-25

              3.1 Research justification and questions 19

              3.2 Hypothesis 19-20

              3.3 Methods 20-25

              3.3.1 Participants 20-21

              3.3.2 Material 21

              3.3.3 Research design 21-23

              3.3.4 Measures 23-25

              Chapter Four Results and Discussion 25-41

              4.1 Results and Analysis 25-34

              4.1.1 Quantitative analysis 25-27

              4.1.2 Qualitative analysis 27-34

              4.2 Discussion 34-41

              4.2.1 Fluency 34-36

              4.2.2 Complexity 36-38

              4.2.3 Accuracy 38-39

              4.2.4 interlanguage development path of learner L 39-41

              Chapter Five Conclusions 41-44

              5.1 Conclusion and implication 41-43

              5.2 Limitations and recommendations 43-44

              Acknowledgements 44-45

              References 45-49

              Appendixes 49-54

              A. Instructions of the experiment 49-50

              B. The same-content task 50-51

              C. The different-content task 51-52

              D. Sample of oral pre-task 52-53

              E. Sample of oral post-task 53-54

              F. Sample of writing repetition task 54

              英語專業畢業論文提綱范文三

              Abstract 3-4

              摘要 5-8

              List of Abbreviations 8-9

              Chapter One Introduction 9-13

              1.1 Research Background 9-11

              1.2 Necessity and Objectives of the Study 11-12

              1.3 Thesis Organization 12-13

              Chapter Two Literature Review 13-27

              2.1 Defining Explicit Linguistic Knowledge (ELK) and Implicit Linguistic Knowledge (ILK) 13-16

              2.2 Relationship Between Explicit and Implicit Knowledge 16-19

              2.2.1 Non-interface Hypothesis 16-17

              2.2.2 Strong-interface Hypothesis 17

              2.2.3 Weak-interface Hypothesis 17-19

              2.3 Measuring ELK and ILK 19-21

              2.4 Explicit and Implicit Learning and Instruction 21-24

              2.5 Relevant Previous Researches 24-27

              2.5.1 Previous Studies Abroad 24

              2.5.2 Previous Studies at Home 24-27

              Chapter Three Research Methodology 27-31

              3.1 Hypotheses 27

              3.2 Participants 27

              3.3 Instruments 27-30

              3.4 Data Collection 30

              3.5 Data Analysis 30-31

              Chapter Four Results and Discussion 31-43

              4.1 The Current Level of Non-English Majors’ ILK 31-34

              4.2 The Current Level of Non-English Majors’ ELK 34-36

              4.3 Comparing Learner ILK and ELK 36-39

              4.4 The Relationship Between Learner ILK and ELK 39-43

              4.4.1 Correlation Analysis Between ELK and ILK 40-41

              4.4.2 Correlation Analysis Between the ELK and ILK of Each Specific Grammatical Structure 41-43

              Chapter Five Conclusion 43-47

              5.1 Research Findings 43

              5.2 Implications 43-45

              5.3 Significance of the Study 45

              5.4 Limitations and Further Suggestions 45-47

              References 47-50

              Appendix I 50-52

              Appendix II 52-54

              Acknowledgements 54


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